Learning Environments Research, Lifeworld Analysis, and Solidarity in Practice

Abstract

Learning environments research is generally premised on an assumption that something like an environment independent of the individual can be identified. However, research in many disciplines questions this assumption. I outline here a phenomenological perspective of theorizing the environments in which we act and to which we react, our individual lifeworlds. Lifeworld analysis requires a sense of solidarity. Because it allows an understanding of the world of the Other, it constitutes a lens particularly important and useful in teaching as praxis.